Job Openings

In consultation with colleagues in the world language department and other members of the Middle Learning team of teachers, the Middle Learning Spanish teacher is responsible for teaching a full load of Spanish classes.

PRINCIPAL RESPONSIBILITIES:

• Teaches a full load of Spanish classes. In addition, full-time teachers of Middle Learning students are expected to advise students, support a student club, supervise recess and lunch duty, and work with students during tutorial

• Supports a differentiated and globally integrated curriculum that includes student engagement through the use of authentic resources and Comprehensible Input, project-based learning, hands-on activities, experimentation and iteration, and other active approaches to learning

• Uses STAMP test data to guide instruction for individuals and groups

• Aligns activities and assessments with three modes of communication and ACTFL guidelines

• Designs curriculum, assigns related coursework, and tracks student performance; evaluates programs and student progress (conferences, written evaluation, and written daily correspondence)

• Takes a student-centered approach by providing responsive instruction, including differentiation and flexibility to adjust plans when needed

• Instructs and encourages individual students; establishes goals for individual students and small groups

• Collaborates with colleagues and seeks feedback in the spirit of continuous improvement

• Reflects on instructional practices to meet individual professional development goals

• Assumes personal responsibility for student achievement

• Actively participates in professional development, grade level, and department meetings

• Maintains a safe, comfortable, and engaging classroom environment

• Communicates with parents, guardians or other interested parties in an appropriate and timely manner

• Participates in extracurricular activities, such as chaperoning student events, and assisting with admissions events for prospective families

Competencies:

• Capable of working with a wide range of student abilities

• Demonstrates comfort with technologyand its integration to enhance classroom instruction

• Ability to maintain confidentiality

• Excellentoral and written communication and presentational skills

• Demonstrates capability to interface and maintain effective relationships with students, parents, colleagues, administration and staff

• Excellent organizational skills

• Demonstrated creativity and energy in the classroom

Specialized Skills and Knowledge:

• Implementation ofrelevant technology including Google products (Google Classroom, Docs, etc.)

• Commitment to cultural competence and social-emotional learning

John Hancock Academy is looking to fill an elementary position.

John Hancock Academy is looking to fill a high school social studies position.

Swift School serves students with dyslexia and related language-based learning differences in grades K through 8. Swift welcomes applicants for substitute teachers for both the Lower and Middle Divisions. Please send your resume or visit our website at www.theswiftschool.org to download an application.

The Weber School, a private, independent Jewish community high school in the metro Atlanta area, is seeking a full-time Learning Specialist to provide direct services to students in grades 9-12. We seek candidates who promote student autonomy, are able to work effectively on a team, have advanced communication skills, and creatively use the latest educational research. The successful candidate will join a student support team consisting of the Dean of Student Affairs, the Director of Learning  Support, Grade Level Deans, and the Director of Counseling.

Job Description:  

• Develop and implement individualized learning plans for each student.
• Use a diagnostic/prescriptive approach for planning and delivering skill instruction and to remediate basic language-based skills.
• Provide direct support to identified students, both individually and in structured groups. (e.g., study halls, resource group)
• Facilitate ongoing communication with parents regarding student progress, including written reports, emails, calls, and meetings as appropriate.
• Communicate with academic teachers regarding the learning profiles of students.
• Participate in the school’s extensive pre-service/in-service training programs.
• Perform other duties as assigned.

Minimum Qualifications: 

• A bachelor’s degree in Special Education or a degree in a closely related educational content area, combined with experience teaching in a specialty area (e.g., inclusion, resources, reading instruction, etc.) **an advanced degree is strongly preferred**
• State certification in Special Education (9-12) and/or a specialized and prescriptive instructional program (e.g., Orton-Gillingham, Wilson Language, Lindamood-Bell, etc.) 
• A strong background in differentiated instructional strategies; lead classroom teacher experience is preferred
• The ability to communicate effectively orally and in writing
• The ability to establish and maintain effective working relationships with students, faculty, staff, parents, and the broader community. 
• A strong desire and willingness to grow professionally and work as part of a team.

The Academy of Scholars is an independent, Christian day school seeking a dynamic and experienced, certified 3rd-grade teacher.  Applicants must be innovative, professional, creative, and customer service driven, with a strong record of student achievement.  Candidate must also be able to utilize technology in daily instruction.

Visit our website at academyofscholars.com and apply today!

Overview of Position:  Upper School Science

Upper school science teachers will teach 5-6 periods of science, which could include biology, anatomy and physiology, and environmental science from a Biblical worldview.

Qualifications:

• Possess a thriving relationship with Jesus Christ and a desire to share that relationship with students
• Align with ACS Statement of Faith, Mission, and Values
• Have a passion for helping students learn and grow
• Have a minimum of a bachelor’s degree in Science education with 3 years experience

Responsibilities: 

• Model Christlike attitudes and behaviors for students and families, including faith, love, repentance, and high personal standards of spiritual growth
• Create meaningful relationships with students and families, with the goal of child development at the forefront
• Deliver the materials that align with course objectives and curriculum guides
• Submit weekly lesson plans so parents and students have a clear understanding of regular expectations
• Incorporate a variety of instructional methods to strive to engage all students and meet the academic, spiritual, and emotional needs of students
• Provide regular formative and summative assessments and record graded assignments in a timely manner
• Create and maintain a classroom culture and environment conducive to creative learning
• Cooperate with team members working collectively to build unity and camaraderie for a cohesive teaching environment

High School Science Teacher

AP Chemistry & Physics

Christian school is seeking a knowledgeable, enthusiastic, and faith-driven educator to join our high school faculty as a part-time Science Teacher. The ideal candidate will have a passion for both academic excellence and discipleship, with the ability to teach upper-level science courses including AP Chemistry and Physics in a Christ-centered environment.

Responsibilities

• Teach high school science courses, including AP Chemistry and Physics
• Prepare engaging lessons that challenge and inspire students academically and spiritually
• Foster a positive classroom environment rooted in Christian values
• Communicate effectively with students, parents, and administration
• Maintain high academic standards while encouraging student growth, academically as well as spiritually

Qualifications

• Bachelor’s degree in science or related field required
• Experience teaching Chemistry and Physics at the high school level
• AP teaching experience preferred
• Strong classroom management and communication skills
• A Christian with a heart for mentoring students
• Ability to integrate faith and learning in the classroom

Position Details

• Part-time position with potential for full-time
• Small class sizes and supportive community atmosphere
• Competitive compensation based on experience

If you are passionate about science education and desire to invest in students both academically and spiritually, we would love to hear from you.

To Apply:

Please complete our application at Horizon Christian Academy Application send your résumé to [email protected]

Overview: The mission of Mt. Bethel Christian Academy is to provide a truly Christ-centered education for our children through an environment that develops and encourages academic excellence, spiritual growth, and a lifelong love and desire for learning. As such, the driving vision of MBCA is to graduate highly successful, servant leaders of tomorrow.

Description: Mt. Bethel Christian Academy is seeking a Robotics Coordinator who will lead our K-12 robotics program, serving as both a Head Coach for our FIRST LEGO League (FLL) teams and a Head Coach for our FIRST Tech Challenge (FTC) teams. In keeping with the school’s mission to provide a truly Christ-centered education that develops academic excellence, spiritual growth, and a lifelong love of learning, this role exists to cultivate innovation, teamwork, leadership, perseverance, and servant-hearted character in students through competitive robotics teams across elementary, middle, and upper school. In addition to coaching individual teams, the robotics coordinator will also oversee all aspects of the K-12 robotics programs, including team preparation, competition readiness, and student development, ensuring alignment with the mission and values of Mt. Bethel Christian Academy. 

Responsibilities (FIRST LEGO League Robotics Head Coach):

Team Leadership

• Lead two teams of grades 5-7 throughout the robotics season which lasts from August through January. Practices are two days a week. Competitions are on multiple Saturdays in December and January.
• Develop and implement age-appropriate practice plans that balance robot game preparation, innovation project work, core values, and overall team development.
• Set team goals, milestones, and expectations for student participation and progress.
•  Foster a culture of enthusiasm, perseverance, teamwork, and gracious professionalism.

Student Development

Teach students the use of robotics platforms such as LEGO SPIKE Prime, Scratch Coding, or other approved systems.

• Instruct students in foundational STEM concepts, including the engineering design process, critical thinking, testing, and iterative design and build.
• Guide students in research, problem-solving, public speaking, and project presentation skills.
• Encourage student ownership while providing age-appropriate coaching and support and promoting collaboration, leadership, resilience, and ethical decision-making.

• Competition Management
• Prepare students for all components of FLL competitions, including robot game performance, judging sessions, innovation project presentation, and core values.
• Register teams, order supplies, and manage team participation through FIRST and applicable regional or state organizations.
• Ensure compliance with all FIRST rules, deadlines, team requirements, and event expectations.
• Coordinate event logistics, communication, and supervision for competitions and related activities.

• Communication & Collaboration
• Communicate regularly with parents regarding schedules, expectations, updates, and competition information.
• Collaborate with the STEM Department Chair, other robotics coaches, and school administration to support program goals.
• Support school events, showcases, and opportunities that promote the robotics program.
• Encourage students to compete and collaborate with gracious professionalism, respect, and Christlike character.

Responsibilities (FIRST Tech Challenge Robotics Head Coach)

• Team Leadership
•  Lead two FTC teams of grades 8-12 throughout the robotics season which lasts from August through March. Practices are 3-4 days per week, including Saturdays. Competitions are on multiple Saturdays in November through February.
• Develop and maintain a strategic plan that includes deadlines, goals, technical milestones, and competition readiness benchmarks. Establish clear expectations for student participation, accountability, and leadership.
• Foster a student-centered culture that values excellence, perseverance, teamwork, and ownership.
• Support the development of team captains and other student leadership roles.
• Encourage outreach, service, recruitment, and broader student engagement in robotics.
• Manage robotics budgets in coordination with STEM Department Chair.
• Order, organize, and maintain robotics kits, parts, tools, field elements, laptops, batteries, and related supplies and equipment. Maintain accurate inventory records and ensure responsible stewardship of school-owned resources.
• Coordinate storage, repair, replacement, and distribution of equipment across facilities and teams. Assist with facilities coordination, transportation planning, and event logistics as needed.

• Student Development
• Guide students in mechanical engineering, robotic design, machining, fabrication, assembly, testing, and iterative design, including additive manufacturing (3D printing) and subtractive manufacturing (CNC) as appropriate to team needs.
• Coach students in electrical engineering, programming, debugging, autonomous routines, driver control systems, sensors, and other technical systems as appropriate to team needs.
• Support students in engineering documentation, marketing & branding, portfolio development, design presentations, and interview preparation.
• Help students develop competition strategy, scouting practices, match preparation, and in-event troubleshooting.
• Encourage student-led critical thinking and problem-solving while maintaining appropriate oversight for safety and progress. Help students respond to challenges, setbacks, and successes with maturity and integrity.
• Mentor students in collaboration, leadership, communication, professionalism, and servant leadership.

• Competition Management
• Register teams and manage participation through FIRST and applicable league, regional, and state organizations.
• Ensure compliance with FTC rules, game manuals, judging requirements, deadlines, and event procedures.
• Coordinate robot readiness, facilities, materials, parts, tools, and supporting equipment for practices and competitions.
• Assist with logistics related to competition travel, supervision, and communication at competitions (5-6 Saturday competitions between November through February).

Responsibilities (K-12 Robotics Coordinator)

• Program Leadership
• Provide leadership for the development, organization, and sustainability of the school’s robotics program across divisions. Help plan for future program expansion as appropriate.
•  Support robotics competitions, showcases, demonstrations, recruitment opportunities, camps, or community-facing STEM events. Promote visibility of the robotics program by helping share student achievements and program highlights.
• Collaborate with school leadership to support the ongoing strength and reputation of the robotics program.
• Encourage mentoring relationships, cross-grade support, and student leadership within the robotics pipeline.
• Help create opportunities for students to grow from introductory robotics experiences into more advanced competition and leadership roles.
• Establish annual goals, systems, and benchmarks for team success, student growth, and program effectiveness. Ensure that robotics programming aligns with the mission, values, and strategic priorities of Mt. Bethel Christian Academy.
• Support head coaches with planning, scheduling, registration, compliance, and general program needs. Assist in recruiting, training, and onboarding assistant coaches, volunteers, and other program support personnel.
• Manage robotics budgets in coordination with administration and the STEM Department Chair.

<p>LaGrange Academy is seeking a passionate, skilled, and community-minded Middle and Upper School&nbsp;Mathematics&nbsp;Teacher for the 2026-2027 academic year. While this position is for the upcoming school year, we are always open to connecting with qualified educators who align with our mission, values, and philosophy of education.</p><p>The ideal candidate brings both content expertise and a genuine love for working with students across grade levels. This teacher will challenge and support students from middle school&nbsp;math&nbsp;foundations through upper school advanced coursework, helping every student build confidence, critical thinking skills, and a lasting appreciation for&nbsp;mathematics.</p><p><strong>Key Responsibilities</strong></p><ul><li>Deliver engaging, rigorous instruction across a range of&nbsp;math&nbsp;courses spanning middle and upper school, from middle school&nbsp;math&nbsp;to Algebra 2, Geometry, Pre-Calculus, and more.</li><li>Design lesson plans that meet students where they are and challenge them to grow.</li><li>Use formal and informal assessments to guide instruction and communicate student progress.</li><li>Foster a classroom culture built on curiosity, accountability, and mutual respect.</li><li>Maintain regular and professional communication with students and families regarding progress and expectations.</li><li>Collaborate with colleagues across divisions and participate in professional development opportunities.</li><li>Support the broader LaGrange Academy community through extracurricular involvement, club sponsorship, or coaching when applicable.</li></ul><p><strong>Qualifications</strong></p><ul><li>Bachelor's Degree in&nbsp;Mathematics&nbsp;or&nbsp;Mathematics&nbsp;preferred.</li><li>Valid teaching certification preferred.</li><li>Demonstrated experience teaching&nbsp;math&nbsp;at the middle or upper school level.</li><li>Ability to teach across a wide range of courses, including middle school&nbsp;math, Algebra 2, Geometry, Pre-Calculus, and more.</li><li>Strong understanding of differentiated instruction and student-centered learning.</li><li>Excellent communication and interpersonal skills with students, parents, and colleagues.</li><li>A collaborative, growth-minded educator committed to continuous improvement.</li><li>Independent school experience preferred, but not required.</li></ul><p>Apply Here: https://lagrangeacademy.wufoo.com/forms/x1ljxoza14w9kwt/</p><p><strong>Additional Information:</strong>&nbsp;LaGrange Academy believes that every educator has the potential to make a significant impact. Whether you are actively seeking new opportunities or contemplating future endeavors, we invite you to consider joining our educational family. We are dedicated to fostering a diverse, equitable, and inclusive environment and welcome applicants from all backgrounds.</p>

Saint Francis High School is seeking a knowledgeable, engaging, and qualified Science teacher with the ability to teach Chemistry and Physics at the high school level.

The ideal candidate will bring enthusiasm for the sciences, a strong academic background, and a commitment to helping students develop critical thinking, problem-solving skills, and a deeper understanding of scientific concepts through instruction and hands-on learning.

Responsibilities include:

• Teaching high school Chemistry and Physics courses
• Designing and delivering engaging lessons that support a college preparatory curriculum
• Incorporating laboratory experiences and practical applications into instruction
• Assessing student progress and providing timely, constructive feedback
• Maintaining a safe and effective classroom and laboratory environment
• Collaborating with colleagues to support student achievement and school initiatives

Qualified candidates should possess:

• A bachelor’s degree in Science, Chemistry, Physics, Education, or a related field
• Strong classroom management and communication skills
• A commitment to academic excellence and student-centered learning
• Teaching experience at the high school level preferred

We are looking for educators who prioritize knowing their students while setting high expectations in a supportive school community.

Frederica Academy is a Pre-K – 12 th Grade independent school located on St. Simons Island, GA. The Academy is a member of NAIS and GISA, and is accredited by the SAIS/AdvancEd. The school has approximately 500 students. For more information, please see our school website at www.fredericaacademy.org and our School Profile under “About us.”

Frederica Academy Mission

To maximize each student's potential and prepare him or her for college and adult life through the development of mind, body, and spirit.

Position Summary:

Frederica Academy seeks an Upper School Physics Instructor to begin in July 2026. Applicants must be qualified to teach AP Physics I and Physics. Strong candidates will demonstrate a commitment to student-centered instruction that prioritizes communication, cultural understanding, and critical thinking, as well as a willingness to teach an Astronomy elective.

Primary Duties and Responsibilities:

The Upper School Physics Instructor is required to perform a range of duties including, but not limited to:

● Curriculum Development: Create and enhance curriculum materials, syllabi, outlines, and assessments that align with educational standards and foster student engagement.

● After-School Support: Conduct scheduled after-school Office Hours to provide additional academic assistance to students.

● Meeting Participation: Attend all homeroom, faculty, and department meetings as required to collaborate with colleagues and contribute to the school community.

● School Involvement: Engage actively in the life of the school beyond the classroom, including opportunities for coaching and serving as an advisor for a student club and/or leadership organization.

● Additional Responsibilities: Complete other duties as assigned by the Upper School Director or Head of School to support the overall mission of the school.

Requirements:

● Education: Bachelor’s degree in Physics or a related field; a Master’s degree is preferred.

● Collaborative Spirit: A strong desire to contribute to and thrive in a collaborative educational community.

● Adaptability: Demonstrated flexibility and responsiveness to diverse learning styles and a wide range of student abilities.

● Professionalism: Commitment to ethical behavior, professionalism, and respect for diversity in all interactions.

● Experience: Preference for candidates with multiple years of experience teaching at the Upper School level in an independent school setting; Advanced Placement teaching experience.

Environment Characteristics:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The individual can expect the possibility of a stressful environment while dealing with a wide variety of challenges and can anticipate deadlines with a varied array of student situations. The noise level in the work environment is usually moderate. Varied extreme outside weather conditions during special activities and school events are possible. The employee will primarily teach indoors with occasional field trips off campus. Some evening and weekend commitments are required.

Frederica Academy is dedicated to providing equal employment opportunities to all personnel and applicants for employment without regard to race; color; religion; gender; gender identity; national origin; age; sexual orientation; disability; genetic information; veteran status or any other characteristic protected under federal, state or local laws.

Torah Day School of Atlanta, a private K-8 elementary school located in Dekalb County is seeking enthusiastic and capable candidates as assistant teachers. Teaching experience and/or credentials are a plus. All candidates will be required to have a background check and submit three supervisor references.

Other qualifications include:

• Uphold the mission of TDSA and maintain a positive attitude.
• Arrive to school and class on time and be prepared to support your co-teacher.
• Assist with all classroom and activities preparations.
• Attend all grade level, back-to-school, and retention/recruitment programs. Make an effort to attend some school spirit programs.
• Be committed to professional development.
• Provide appropriate supervision to students.
• Supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities, with approval from the Administration.
• Lead classroom protocols that promote care and respect for one another and an emotionally and physically safe environment

Torah Day School of Atlanta

The primary role of a TDSA educator is to teach students. Teaching students encompasses the following: 1) ensuring students learn the curriculum of the subject(s) assigned through the use of age-appropriate and best-practice instructional methods, 2) setting up a safe, ordered, and productive classroom environment, and 3) adjusting expectations, work, and assessments to address the needs of individual student progress. The guiding principles of collaboration, a growth mindset, parent partnership, and professionalism drive the TDSA Team in their primary role of creating the best possible, student-focused, educational experience.   

A Summary Explanation of Bolded Points

Instructional Methods  

• Establish clear learning goals for all lessons, units, and projects, and communicate those goals to students.
• Create and deliver engaging lessons that incorporate 21st-century learning: student-centered, teacher-guided collaboration, communication, creativity, connection, and critical thinking.
• Implement school-adopted curriculum and assessments in your classroom, including the creation of a yearly pacing guide.

Classroom environment  

• Establish routines and expectations by teaching students what they look like, sound like, and feel like.  
• Lead classroom protocols that promote care and respect for one another and an emotionally and physically safe environment

Individual Student Progress 

• Provide various learning modalities, (i.e. kinesthetic, visual, and auditory) and instructional materials and teaching methods to meet the needs of all learners.
• Monitor students struggling academically, emotionally, and socially. Follow TDSA protocols - discuss at grade-level meetings, implement adjustments, communicate with parents, inform SST, etc. - to support these students.  
• Offer meaningful feedback to students on their achievement(s).

Collaboration

• Confer with co-teachers, parents, counselors, and administrators to resolve students' behavioral and academic issues.
• Work together to ensure a smooth transition from grade to grade for the whole class and individual students regarding curriculum, etc. 
• Actively participate in all yearly, monthly, weekly, and periodic meetings required of you.

Growth mindset

• Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
• Look inward when struggling with a student or class and ask, “What can I do differently to help this situation improve?”  

Parent-partnership  

• Communicate class happenings to parents and engage them in ongoing learning with their children. For elementary classes, this would be a weekly newsletter. For middle school, it may take on a different medium and/or timing.
• Frequently communicate with parents about individual student progress. Document conversations and include administration when necessary. 
• Be responsive to parents who contact you regarding the class or their child.

Professionalism

• Uphold the mission of TDSA and maintain a positive attitude.
• Arrive to school and class on time and be prepared to teach.  
• Use Parent Locker consistently for all required items.
• Attend all grade level, back-to-school, and retention/recruitment programs. Make an effort to attend some school spirit programs.

Qualifications: 

Faculty and staff should hold the appropriate degrees and training necessary to perform their job assignment with proficiency. Lead teachers should ideally have a degree or certificate in education and/or their subject matter expertise.   

Other School Related Responsibilities (Lead Teachers)

• Attend staff meetings, and serve on committees as required. These include mandatory faculty meetings, including grade level, curriculum, PD, and informational. 
• Provide supervision during school programs attended by your class.
• Provide 2 school days of emergency substitute lesson plans before the first day of school.
• Attend parent-teacher conferences and be available for appointments extending beyond normal teaching times on PTC days.
• including
• Make every effort to attend parent meetings outside of normal teaching times, including before and after school when necessary.
• Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
• Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities, with approval from the Administration.
• Supervise, evaluate, and plan assignments for teacher assistants and volunteers (student and/or parent).
• Meet Administration deadlines for requesting classroom and student supplies, summer reading, and classroom repairs.
• Be committed to professional development
• Provide appropriate supervision to students.
• Perform administrative duties such as recess and dismissal supervision, as assigned by the Head of School

Teacher Job Description

Torah Day School of Atlanta

The primary role of a TDSA educator is to teach students. Teaching students encompasses the following: 1) ensuring students learn the curriculum of the subject(s) assigned through the use of age-appropriate and best-practice instructional methods, 2) setting up a safe, ordered, and productive classroom environment, and 3) adjusting expectations, work, and assessments to address the needs of individual student progress. The guiding principles of collaboration, a growth mindset, parent partnership, and professionalism drive the TDSA Team in their primary role of creating the best possible, student-focused, educational experience.   

A Summary Explanation of Bolded Points

Instructional Methods  

• Establish clear learning goals for all lessons, units, and projects, and communicate those goals to students.
• Create and deliver engaging lessons that incorporate 21st-century learning: student-centered, teacher-guided collaboration, communication, creativity, connection, and critical thinking.
• Implement school-adopted curriculum and assessments in your classroom, including the creation of a yearly pacing guide.

Classroom environment  

• Establish routines and expectations by teaching students what they look like, sound like, and feel like.  
• Lead classroom protocols that promote care and respect for one another and an emotionally and physically safe environment

Individual Student Progress 

• Provide various learning modalities, (i.e. kinesthetic, visual, and auditory) and instructional materials and teaching methods to meet the needs of all learners.
• Monitor students struggling academically, emotionally, and socially. Follow TDSA protocols - discuss at grade-level meetings, implement adjustments, communicate with parents, inform SST, etc. - to support these students.  
• Offer meaningful feedback to students on their achievement(s).

Collaboration

• Confer with co-teachers, parents, counselors, and administrators to resolve students' behavioral and academic issues.
• Work together to ensure a smooth transition from grade to grade for the whole class and individual students regarding curriculum, etc. 
• Actively participate in all yearly, monthly, weekly, and periodic meetings required of you.

Growth mindset

• Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
• Look inward when struggling with a student or class and ask, “What can I do differently to help this situation improve?”  

Parent-partnership  

• Communicate class happenings to parents and engage them in ongoing learning with their children. For elementary classes, this would be a weekly newsletter. For middle school, it may take on a different medium and/or timing.
• Frequently communicate with parents about individual student progress. Document conversations and include administration when necessary. 
• Be responsive to parents who contact you regarding the class or their child.

Professionalism

• Uphold the mission of TDSA and maintain a positive attitude.
• Arrive to school and class on time and be prepared to teach.  
• Use Parent Locker consistently for all required items.
• Attend all grade level, back-to-school, and retention/recruitment programs. Make an effort to attend some school spirit programs.

Qualifications: 

Faculty and staff should hold the appropriate degrees and training necessary to perform their job assignment with proficiency. Lead teachers should ideally have a degree or certificate in education and/or their subject matter expertise.   

Other School Related Responsibilities (Lead Teachers)

• Attend staff meetings, and serve on committees as required. These include mandatory faculty meetings, including grade level, curriculum, PD, and informational. 
• Provide supervision during school programs attended by your class.
• Provide 2 school days of emergency substitute lesson plans before the first day of school.
• Attend parent-teacher conferences and be available for appointments extending beyond normal teaching times on PTC days.
• including
• Make every effort to attend parent meetings outside of normal teaching times, including before and after school when necessary.
• Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
• Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities, with approval from the Administration.
• Supervise, evaluate, and plan assignments for teacher assistants and volunteers (student and/or parent).
• Meet Administration deadlines for requesting classroom and student supplies, summer reading, and classroom repairs.
• Be committed to professional development
• Provide appropriate supervision to students.
• Perform administrative duties such as recess and dismissal supervision, as assigned by the Head of School

If interested please email a cover letter and resume to Mindy Haller, Principal, [email protected]

LaGrange Academy is seeking certified elementary teacher candidates for the academic year 2026-2027 (We are always open to applications from qualified individuals who align with our educational philosophy and values). The ideal candidate will bring a wealth of experience and a proven track record of success in teaching elementary-aged students. We are looking for an educator with a deep understanding of best literacy and mathematical instruction practices, coupled with a comprehensive knowledge of child development. This role demands a dynamic approach to education, fostering a love for learning within a supportive and inclusive atmosphere. The successful candidate will be responsible for creating stimulating lesson plans, delivering multifaceted instruction, and cultivating a classroom environment conducive to the holistic development of our students.

Key Responsibilities

• Develop and implement creative lesson plans that cater to the educational needs and interests of students, ensuring a comprehensive learning experience.
• Deliver instruction in core subjects such as Mathematics, Science, Language Arts, and Social Studies, employing adaptive teaching strategies to accommodate diverse learning styles.
• Assess student progress through a blend of formal and informal assessments, providing constructive feedback to support continuous improvement.
• Foster a classroom atmosphere that is safe, respectful, and inclusive, encouraging students to express their ideas and engage in collaborative learning.
• Communicate effectively with parents and guardians regarding student progress, potential concerns, and achievements.
• Participate in professional development opportunities and collaborate with colleagues to enhance instructional practices and contribute to the school community.
• Implement classroom management strategies that promote positive behavior and a conducive learning environment.
•  

Qualifications:

• Bachelor’s Degree in Elementary Education is required
• Demonstrated experience in elementary education, underscored by a robust understanding of teaching methodologies and practices.
• Exceptional communication and interpersonal skills, capable of engaging students and building rapport with parents.
• A commitment to professional growth, underscored by a growth-minded approach and a demonstrated desire for continuous professional development.
• Proficiency in designing and leading whole group, small group, and individual instruction tailored to meet the diverse needs of learners.
• Familiarity with differentiated instruction and standards-referenced curriculum and assessment.
• Strong collaboration skills and a history of establishing effective partnerships with parents.
• Outstanding personal recommendations.

Apply at: https://lagrangeacademy.wufoo.com/forms/x1ljxoza14w9kwt/

Additional Information:

LaGrange Academy believes that every educator has the potential to make a significant impact. Whether you are actively seeking new opportunities or contemplating future endeavors, we invite you to consider joining our educational family. We are dedicated to fostering a diverse, equitable, and inclusive environment and welcome applicants from all backgrounds.

LaGrange Academy is seeking a caring, dedicated, and developmentally focused PreK 3 teacher for the 2026-2027 academic year. While this position is for the upcoming school year, we are always open to connecting with qualified educators who align with our mission, values, and philosophy of education.

The ideal candidate understands early childhood development and brings a nurturing, structured approach to the classroom. This teacher will foster curiosity, confidence, and a love of learning in our youngest students while supporting their academic, social, and emotional growth in a safe and engaging environment.

Key Responsibilities

• Design and implement developmentally appropriate, engaging lesson plans that support early literacy, numeracy, social skills, and motor development.
• Provide instruction through whole group, small group, and individual learning experiences.
• Create a warm, structured classroom environment that promotes curiosity, independence, and positive behavior.
• Observe and assess student progress using both formal and informal methods, and use that data to guide instruction.
• Support students’ social and emotional development through intentional routines and relationship building.
• Communicate regularly and professionally with parents regarding student progress, needs, and milestones.
• Collaborate with colleagues and participate in professional development opportunities.
• Maintain a safe, organized, and welcoming classroom environment.

Qualifications

• Bachelor’s Degree in Elementary Education or Early Childhood Education required.
• Valid teaching certification preferred.
• Demonstrated experience working with early childhood or elementary-aged students.
• Strong understanding of child development and age-appropriate instructional practices.
• Excellent communication and interpersonal skills with students, parents, and colleagues.
• Experience with differentiated instruction and developmentally appropriate assessment.
• A growth-minded educator committed to continuous professional development.
• Strong classroom management skills that emphasize positive guidance.

Apply Here: https://lagrangeacademy.wufoo.com/forms/x1ljxoza14w9kwt/

Additional Information:

LaGrange Academy believes that every educator has the potential to make a significant impact. Whether you are actively seeking new opportunities or contemplating future endeavors, we invite you to consider joining our educational family. We are dedicated to fostering a diverse, equitable, and inclusive environment and welcome applicants from all backgrounds.

Position Summary:

Frederica Academy seeks an Upper School English Instructor to begin in July 2026. Interested applicants should be able to teach World Literature and AP English Language and Composition. Ideal candidates will foster a dynamic, student-centered learning environment that emphasizes communication, cultural understanding, and critical thinking.

Primary Duties and Responsibilities:

The Upper School English Instructor is required to perform a range of duties including, but not limited to:

● Curriculum Development: Create and enhance curriculum materials, syllabi, outlines, and assessments that align with educational standards and foster student engagement.

● After-School Support: Conduct scheduled after-school Office Hours to provide additional academic assistance to students.

● Meeting Participation: Attend all homeroom, faculty, and department meetings as required to collaborate with colleagues and contribute to the school community.

● School Involvement: Engage actively in the life of the school beyond the classroom, including opportunities for coaching and serving as an advisor for a student club and/or leadership organization.

● Additional Responsibilities: Complete other duties as assigned by the Upper School Director or Head of School to support the overall mission of the school.

Requirements:

● Education: Bachelor’s degree in English or a related field; a Master’s degree is preferred.

● Collaborative Spirit: A strong desire to contribute to and thrive in a collaborative educational community.

● Adaptability: Demonstrated flexibility and responsiveness to diverse learning styles and a wide range of student abilities.

● Professionalism: Commitment to ethical behavior, professionalism, and respect for diversity in all interactions.

● Experience: Preference for candidates with multiple years of experience teaching Advanced Placement courses.

Environment Characteristics:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The individual can expect the possibility of a stressful environment while dealing with a wide variety of challenges and can anticipate deadlines with a varied array of student situations. The noise level in the work environment is usually moderate. Varied extreme outside weather conditions during special activities and school events are possible. The employee will primarily teach indoors with occasional field trips off campus. Some evening and weekend commitments are required.

Frederica Academy is dedicated to providing equal employment opportunities to all personnel and applicants for employment without regard to race; color; religion; gender; gender identity; national origin; age; sexual orientation; disability; genetic information; veteran status or any other characteristic protected under federal, state or local laws.

Saint Francis Middle School, on our Milton Campus, seeks a dynamic, experienced teacher to join the Middle School team for the 2026-2027 school year.

The following areas are needed: Language Arts, Literature, Math, Science, and Social Studies. Saint Francis School is an independent, not-for-profit college-preparatory program with no religious affiliation, serving the Atlanta Metro area since 1976. Saint Francis School's mission is to provide a college-preparatory program for students with diverse academic abilities in a structured, challenging, and supportive environment.

The School's commitment to small class sizes, a low pupil-to-teacher ratio, and a strong emphasis on structure and organization allows students to succeed academically and develop the self-confidence necessary to succeed at School. Visit www.saintfrancisschools.com to learn more about the Milton campus Middle School and join an outstanding, supportive, caring professional community.

The ideal candidate will:

• Have a passion for working with children and have a proven track record of success in the classroom.
• Follow the curriculum outlines designated by the Department Head and the Curriculum Coordinator to ensure consistency across grade levels and maintain continuity from grade to grade.
• Present instruction multi-modally and recognize that students have different ability levels.
• Present material in reasonable segments so new concepts can be understood and fully internalized.
• Review and reinforce our teaching strategies to help students better retain and internalize the material presented.
• Assign reasonable amounts of homework in each area so that skills taught in School can be practiced at home.
• Administer assessments to evaluate student progress. Implement appropriate classroom management procedures.
• Maintain communication with parents via email and phone.
• Meet with parents for formal and informal conferences as needed to provide feedback.
• Participate in faculty meetings and professional development.

Job Requirements:

• Bachelor's degree in Middle School Education or a related field.
• Strong communication, organizational, and classroom management skills.
• Opportunities to lead or assist in extracurricular activities, such as clubs and sports, for additional stipends.

Salary is commensurate with education and experience.